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LESSON PLANS Youth Nutrition Program Palo Alto Medical Foundation caminomedical.org/healthyschools Aug-08 Table of Contents Lesson 1- Digestive System…………………………………………….3-5 Lesson 2- Food Groups and Food Pyramid……………………….6-11 Lesson 3- Reading Labels…………………………………………… 12-16 Lesson 4- Fat, Protein, and Dairy………………………………… 17-20 Lesson 5- Carbohydrates and Grain………………………………21-24 Lesson 6- Fruits and Vegetables…………………………………..25-27 Lesson 7- Fast Food and Soda………………………………………28-30 Lesson 8- Physical Activity (and Advertising)…………………31-33 Lesson 9-10- Advertising and Healthy Presentation………..34-35 Lesson Plan Teacher: Date: Grade level(s): 5 Program: Youth Nutrition Lesson 1: Digestive system Targeted Course Outcomes School-wide Outcome(s): Science standard 2: 2a: how the digestive system transports materials 2c: sequence of digestion Course Outcome(s): Students reflect on personal experiences and relate them to health and well-being Students work cooperatively and adjust to a variety of learning formats. Students appreciate the complexity of the digestive system as a key to understand how food is utilized in the body. Students will know…. Lesson 1 Objectives Students will be able to… Students will understand the concept of a healthy lifestyle Students will understand the path that food takes in the digestive system Students will learn the function of each part of the digestive system Identify organ shapes and place to their corresponding body part Identify the differences between physical, mental, and social well being and absence of disease Recognize 1-3 functions or physical attributes for each organ of the digestive system Lesson Activities Resources/Teaching Methods Brainstorm healthy lifestylefind out what kids already know Hose- digestive tract analogy- measure length of small intestine across the room Cooperative teams research 2-3 organs, become experts and share learning with class Saltine cracker- saliva is the beginning of CHO breakdown Bile/ emulsification- egg, oil, and water experiment Interview with an Elder- assign and discuss Introduction to food labelsstart saving for lesson 3 Resources: Workbooks Student pre-tests Newsletters/Spanish also Dolly with wheels Bell/chime- to signal silence Anatomy tunic Hose Measuring tape Human body game Cards with digestive anatomy Saltine crackers Napkins Egg Oil Cup spoon Methods: For this lesson… Cooperative learning Provide activities to appeal to multiple intelligences: auditory, visual, interpersonal. sensory Experiential learning Assessment Plans For the program… Anatomy around-the-world Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 1 Saltine Cracker Materials: Cracker napkin Instruct children to place saltine cracker in mouth without chewing or swallowing. Explain that the mouth is where digestion begins and that there are powerful chemicals in saliva that break down CHO and that enzymes break down the food into digestible, smaller parts. Ask kids to raise their hands if there is a taste change. Discuss, focus on the change from salty to sweet. CHO (carbs/starch) breaks down to sugars: polysaccharides break down to disaccharides and monosaccharides. Bile Activity Materials: Cups Water Vegetable oil Egg Spoon Principle: Bile breaks down fat during digestion. Egg yolk contains Lecithin, an emulsifier. 1 cup water, 2 tablespoons oil… Stir vigorously. Does fat break down? Notice the separation of fat and water. Discuss why these 2 do not mix. Add egg yolk. Observe fat droplets now. This effect is similar to bile breaking down fat in the small intestine. Lesson Plan Teacher: Program: Youth Nutrition Lesson 2: Food Groups/ Food Pyramid Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): Food groups (5): Science standard2: 2c: sequence of digestion Lesson 2 Outcome(s): Students reflect on personal experiences and relate them to health and well being. Students work cooperatively and adjust to a variety of learning formats. Students appreciate the complexity of how their personal dietary food choices contribute to meeting their daily macronutrient requirements. Students will know…. Unit/Lesson Objectives Students will be able to… Students will know how many food groups there are and why oil and physical activity are in the food pyramid Students will understand the differences between the old food pyramid and new pyramid Students will understand the usage of serving sizes for purposes of accurately reflecting diets in food diary Students will understand how portion sizes have become larger and distorted as time has progressed Identify correct 1 serving portion sizes for 6-8 items Identify the 5 food groups and which foods belong in each group Name 3 macronutrients Name 2 micronutrients Lesson Activities Or Review the anatomy of the digestive system Portion-size game- what is 1 serving? (Portion Distortion) New pyramid/old pyramid compare and contrast Food diary assignment explained on projector Portion-size briefcase emphasizes serving sizes Cooperative teams sort food models into respective food groups Fill-in-the-pyramid on board or Plexiglas Or Human Pyramid Paper plates/ Draw a balanced meal Assign 2- day Food diary: pages 13 and 15 only Food labels- Save for Lesson 3- prizes as incentive Resources/Teaching Methods Resources: Food models Paper plates Plexiglas pyramid Projector Thumb drive (food pyramid) Portion size bookmarks Food label Pyramid posters Portion distortion poster Workbooks- absent studentswk 1 Student pre- tests Newsletter/Spanish also Dolly with wheels (for carrying materials) Bell/chime (to signal silence) Anatomy tunic Magnets Pens/white board Potion-size Ziplocs Brown paper bags Cheetos large bag Cheetos Methods: Cooperative learning Provide activities to appeal to multiple intelligences: auditory, visual, linguistic, interpersonal. Use analytical assessment For this lesson… Assessment Plans For the program… Check food 1 diary entry for breakfast or lunch Check balanced plates Check individual teams for correct food placement Interview with an elder Post-test Feedback forms Follow-up research Activity Supplement- Lesson 2 Portion-size Activity Materials: Ziploc baggies Cooked spaghetti Cheerios Raisins Cups (small, medium, large) bagels Almonds Cheese Chips Stickers for identification Place Ziploc baggies of cereal, cheetos, oil, berries, raisins, or nuts in correct/incorrect portion sizes- 3 bags each item. Ask cooperative teams to select the correct portion which counts as 1 serving. Fill-in-the-pyrimad Materials: 6 pens: green, red, orange, blue, yellow, black, purple, 7th group, another color of foods outside of the pyrimad. Write 1 food in designated group. Ring bell. Next person goes up/sits. Review the groups- ask kids if they can think of other foods that were not mentioned. Pick a food and place it on the Plexiglass pyrimad shelf Materials: Plexiglass pyrimad Food models Find a food and place it on the correct shelf on the Plexiglas pyrimad. Place healthier/ nutrient dense varieties lower on the shelf Human Pyrimad Materials: Food models Pass out cardboard food or food models to each student. Now designate each area a color of the pyramid. Find where you belong- Go! Are you in the correct place- Ask your group- Change if not! Paper Plates Scavenger Hunt Materials: Paper plates Food models Hide food models around the room. On the ring of a bell, 1 person per group gets up to make a balanced plate- only 1 food item per person. At the end, do you have a balanced plate? Food Classification Game Materials: Food models Paper plates Ask each team to select food for their team; Sort into categories. Discuss the foods which overlap and are not easily classified Cheeto’s in a bag Materials: Brown lunch bag 1 cheeto bag (450 calorie bag) Empty cheetos in a brown lunch bag, label, and date. Leave for children to watch. Discuss next lesson. Lesson Plan Teacher: Program: Youth Nutrition Lesson 3: Label reading: macro- & micro- nutrients, Energy Grade level(s): 5 Targeted Course Outcomes School-wide outcome(s): Science standard 2: 2c: sequence of digestion/ Food Groups Lesson 3 Outcome(s): Students reflect on personal food diary and relate them to their nutritional needs. Students analyze labels for nutritional content and adjust to a variety of informational formats and resources. Students appreciate the value of a nutrient dense diet. Students will know…. Unit/Lesson Objectives Students will be able to… Know how many foods to consume everyday from each food group. Understand how portion size contributes to healthy eating. Understand what 1 serving size is for common foods. Understand where their diets are inadequate and how to improve their diets. Understand the terms nutrient dense and empty calories Describe at least two health benefits associated with each food group. Accurately analyze their diet. Read and decipher a nutritional label Estimate their daily caloric needs Lesson Activities Blast-Off game Food Diary pg.14 & 16 Cheeto’s discussion- 2-fold label intro: ingredients and nutritional facts Look at a label- analyze Team activity: sort labels into nutrient dense/ empty calorie Team activity: match label to Plexiglas pyramid Healthy Habit handout Decomposing foods- set up Resources/Teaching Methods Label poster Portion size label Serving size poster PRIZES- Jumpropes, Hackey sacks, Frisbees, Pencils Decomposing food containers (6-8) Mc D’s French fries/ cheeseburger/ ingredients Strawberries/twinkie/ bagel spaghetti/cheese/egg Dry erase pens Chime Magnets Gram scale- paper clips/carrots/chips Cup/1/2 cup1/tblsp/bowl/8oz glass Mypyrimad blast-off game CD Methods: Cooperative learning Modeling steps to deal with a particular food label or nutrition facts Provide activities to appeal to multiple intelligences: auditory, visual, linguistic, interpersonal. Use analytical assessment For this lesson… Assessment Plans For the program… Informal assessment of nutrition label understanding through class discussion Check food diaries Nutrient dense-empty calorie quick quiz (raise hands) Post-test Feedback forms Follow-up research Activity Supplement- Lesson 3 Blast-off game Materials: Blast off CD or online at www.mypyrimad.gov Play blast off informally with all children for 1 day, utilizing breakfast, lunch, dinner, and physical activity until rocket ship blasts off. Decomposing Foods Materials: 2 glass containers 8 disposable plastic containers Mc Donald’s French fries Other restaurant fries Big Mac Other restaurant hamburger Twinkie Berries Cooked pasta/ bagel (from portion-size activity) Place these foods in containers, label and date with the ingredients taped to jar. Place french-fries in plastic and glass for extra science experiment. Place on science table for future discussion in Lesson 7-8. Matching Labels Materials: Plexiglas pyramid Labels Kids work in cooperative teams to sort through labels. This can be used to emphasize nutrient dense versus empty calories- have them sort labels and place empty calories in a separate area. Also, this can be played to understand types of nutritional content in labels. For example, whole grains and enriched or refined grains. Have kids come up and place whole grains on the lower portion of the orange portion of the pyramid to reflect nutrient dense grains or, conversely, bleached white flour on the top. Similarly fats can be assessed: saturated fats at the top shelf and mono/polyunsaturated fats can be placed in the bottom shelf. Lesson Plan Teacher: Program: Youth Nutrition Lesson 4: Fats, protein, dairy Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): Science standard 2: 2c: sequence of digestion/ Food Groups Lesson 4 Outcome(s): Students reflect on personal experiences and relate them to healthy or less healthy choices for fat, protein, and dairy sources. Students work cooperatively and adjust to a variety of learning formats. Students appreciate fat as an essential component of the diet and learn alternative sources for getting calcium needs met or protein. Students will know…. Unit/Lesson Objectives Students will be able to… Types of fats in the diet (saturated, unsaturated, trans-fat) and their sources How much of their daily diet should consist of fat, protein, and dairy Differences between vegetarians and vegans Differences in lean meat and high- fat/ red meat The meaning of cholesterol The relationship between a high saturated fat diet and poor dietary choices with CVD, Diabetes 2, and obesity Identify saturated fat on a nutritional label from reading the ingredients Name 3 sources of non-meat protein sources Name the important minerals in dairy Explain the function of protein in the body Make modifications to a meal for best sources of dairy, protein, and oil in their diets Name 2 products that have no cholesterol and explain why Lesson Activities Blast-off game Food diary consensus Twinkie activity- read the label, trace the ingredients to their source Class labels- identify sources of fat, protein or dairy Partner activity: Create a menu for a fast-food restaurant- modify protein, dairy, and oil sources for better health Label Group Game Healthy Goal sheets Around the World Make yogurt For this lesson… Resources/Teaching Methods Fat tubes Fat 5 lbs Muscle YNP magnets Healthy Goal sheet Markers Fat poster “Less is more” Methods: Cooperative learning Modeling steps to deal with a fast-food menu Provide activities to appeal to multiple intelligences: auditory, visual, interpersonal. Use analytical assessment Assessment Plans For the program… Around the world Check healthy goal sheet Quick quiz on fats, protein and dairy sources/types Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 4 Food diary consensus Materials Dry-erase markers Draw a graph on the white board. Have groups of children fill the amounts of each food group that they ate for 2 days of journaling. Make a graph showing the overall lacking and excess trends in the class diet. Twinkie Activity Materials: Twinkie in decomposing container Label for a Twinkie Read the 39 ingredients of a Twinkie food label. Ask children to close eyes and listen. Now, ask them to write/ recall the ingredients. Who can remember the most? Who knows how to pronounce them or what they mean. Discuss the sources of macronutrients, preservatives and additives. Look at Twinkie in container and discuss “shelf-life” and the original Twinkie. Ask children now to guess how long this Twinkie will last before it goes moldy. Class Label Activity Materials Labels (from class collection) Pass out labels. Divide groups into fat, protein and dairy groups. Ask kids to sort labels and categorize best source. Next, analyze whether this is a good source for dairy, protein or fat and if it meets much of their daily energy needs. Label Group Game Materials: Labels (from food collection) Ask kids to choose labels. 1 person reads ingredients. Rest of the class guesses what it is and decides whether this is a nutrient dense food or a good source of protein, fat, or dairy. Healthy Goal Sheets Materials: Healthy goal sheet Kids fill out sheet and get a magnet once it is filled out correctly. They hang the magnet/ goal sheet on refrigerator at home and involve their families to join in meeting the Healthy goal together. Create a Menu: Materials: Pen/paper Partners pair off and create a regular fast-food menu or any restaurant. ½ groups create healthy modifications for a restaurant and ½ groups make menus that would be very poor choices everyday for good health. Or Each group comes up with a menu for a restaurant from a different culture (Chinese, Mexican, American, Italian..). Next, the entire class modifies the menu together paying close attention to better sources of dairy, protein, and fat on each menu. Lesson Plan Teacher: Program: Youth Nutrition Lesson 5: Carbohydrates and Grains Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): Science standard 2: 2c: sequence of digestion/ Food Groups Lesson 5 Outcome(s): Students reflect on personal experiences and relate them to healthy or less healthy beverages Students work cooperatively and adjust to a variety of learning formats in a multi- cultural context. Students appreciate fat as an essential component of the diet and learn alternative sources for getting calcium needs met or protein. Students will know…. Unit/Lesson Objectives Students will be able to… How starch break down in the body Understand where CHO digestion begins (review) What replaces caloric sweeteners in diet drinks Understand what types of juice are healthy and how much juice is appropriate to consume. What the term “make ½ your grains whole grains” means Understand foods are not “good/ bad” but can be a combination Understand the role of fiber in the diet Identify names of polysaccharides, disaccharides and monosaccharides Explain how caffeine and sugar effect our physiology Identify ingredients on a label as either complex or simple sugars Identify whole grains and refined grains from the nutritional label Name 2-3 artificial sweeteners Convert grams of sugar on a label to teaspoons Recognize good and poor sources of simple sugars Lesson Activities Resources/Teaching Methods Endosperm/bran velcro activity Graph complex/simple sugars (energy versus time) Calculate grams of sugar in food labels or drinks Measure sugar in drinks Fizzics of soda Sugar in 1 week activity Label activity- Good source/ poor source game Listen to Twinkie Deconstructed Healthy Goal Sheets (again) Methods: For this lesson… Fizzics of soda 2 coca cola cans teaspoons Cups Drinks, include energy drinks and diet soda Sugar Ziploc baggies Poster- what’s in your drink Magnets Healthy Goal sheet Gram scale Pens/magnets/chime Cooperative learning Integrative knowledge Provide activities to appeal to multiple intelligences: auditory, visual, linguistic, interpersonal. Use analytical assessment Assessment Plans For the program… Quick quiz measuring sugar grams Check healthy goal sheets Around the world Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 5 Endosperm-Bran activity Materials: Bran- endosperm Velcro board Explain the processing of a whole grain through the factory to make wonder bread. Graph complex/simple sugars Materials: Dry-erase markers Draw graph of energy versus time. Show the high peak of a high sugar snack such as a candy bar versus the sustained plateau fro a complex CHO, such as oatmeal or what they had for lunch Measure sugar in Drinks Activity Materials: Sugar Ziploc baggies Various beverages/ food labels Calculator Teaspoons Clear plastic cups 4 grams of sugar in every teaspoon. Calculate the amount of sugar in your beverage. Serving sizes are often deceptive. Example: A bottle of Gatorade has 4 servings. Thus grams of sugar x 4 / 4 = # of teaspoons. Ask children to measure the sugar into cups. Fizzics of Soda Materials: Fizzics of soda 2 cans of coke 5-lb bag of sugar Read the can, show the real visuals from inside the can. Label Activity Good source/ Poor Source Materials: Labels (from class collection) Pass out labels. Ask children to determine of this product is a good source or poor source for any of the macronutrients and to justify their findings. Or Ask the children to find 1 good source of each of the food labels. Ask another group to find a poor source from each of the food groups (it can be a good source for something else) Lesson Plan Teacher: Program: Youth Nutrition Lesson 6: Fruits and Vegetables/ Review of Food Groups Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): Science standard 2: 2c: sequence of digestion/ Food Groups Lesson 6 Outcome(s): Students experience new tastes or combinations of fresh fruits and vegetables Students work cooperatively and adjust to a variety of learning formats Students appreciate the concept of “Eating a Rainbow” every day Students will know…. Unit/Lesson Objectives Students will be able to… Differences between organic and conventionally grown produce How carrot juice is made Understand Structure-function claims on Nutritional labels Name 2 benefits from each color of the Rainbow Name 5 fruits/vegetables from each color of the Rainbow Identify a variety of foods and find their respective food groups Sample a variety of fresh, organic produce Lesson Activities Resources/Teaching Methods Juice carrots, parsley, apples, celery Watch Store Wars (organics vs conventionally grown) Benefits of Fruits and Vegetables ResearchSpectrum of Rainbow posters My Pyramid Bingo Eat Farmer’s market produce 5-A-Day Power Play Healthy Goal Sheet Methods: For this lesson… Fruit/Veg platterMagnets Spectrum posters Bingo Cups Napkins/party stuff Prizes- Pencils/stickers Cooperative learning Integrative knowledge Provide activities to appeal to multiple intelligences: gustatory, auditory, visual, linguistic, interpersonal, experiential Use analytical assessment Assessment Plans For the program… Check Bingo cards Check healthy goal sheets Quick quiz of fruit/ veggie benefits Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 6 (This lesson plan can be set up with several science stations) Spectrum posters Research Materials: Spectrum posters Assign a color to each group of children and ask them to become experts on 1 color of the rainbow and share their color with the entire class Or During rotations, have groups fill out quiz sheet on 2 benefits from each color of the rainbow (sources are posters and workbook) Bingo Materials: Bingo Prizes Markers (paper clips, etc) Pass out boards. Ask 2 kids to pick cards and mark on Master game. Write on board. Periodically stop and engage in quick quiz on Bingo topic. 5-A-Day Power Play Contact 5-A-Day prior to this lesson and arrange this day for them to come out and do food samplings Lesson Plan Teacher: Program: Youth Nutrition Lesson 7: Fast Foods & Soda/ Healthy Food Choices- Advertising intro Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): 1. Science Standard 6: Investigation and experimentation:6g: record data and use a chart and labeled diagrams to express dataCritical thinking/experiments Lesson 7 Outcome(s): Students reflect on personal dining experiences and relate them to effects of processing, technology and time Students reflect on methods of advertising that appeal to their senses Students appreciate the complexity of how their personal dietary food choices contribute to their health and well being Students will know…. Unit/Lesson Objectives Students will be able to… Understand the inverse relationship between decomposing food and nutrition (longer it lasts, the less nutritionally dense it will be) How to make healthier choices when eating out at fast food restaurants Understand how advertising plays a role in our food choices List 3 reasons health concerns related to eating fast food every day Identify 2-3 methods of advertising Recognize target markets for advertisements Lesson Activities Resources/Teaching Methods Watch Smoking Fry Watch intro to Super Size Me Play Super Size Me quiz Analyze results from decomposition experiment Watch advertisements Assign Media Influence Activity Fast Food Restaurant game Food Labels- read for advertisements Methods: For this lesson… Super Size Me (educational and regular versions) Decomposed foods Markers Fast food guides Advertisements (thumb drive) Take-out menus Integrative knowledge Provide activities to appeal to multiple intelligences: gustatory, auditory, visual, linguistic, interpersonal, Use analytical assessment Assessment Plans For the program… Around the world Quick quiz- good fast food choice Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 7 Fast Food Restaurant Game Materials: Order sheets Menus Pens Acquire take-out menus from several local fast-food and well-known chain restaurants. Ask kids to place and order at each table. They can have 1 meal and it must be healthy. Discuss possible modifications or substitutions. Ask some groups to look for the most unhealthy choice on the menu. Food Labels for Advertisements Materials: Labels (from class collection) Pass out food labels. Ask groups to find deceptive ways of advertising. Ask kids to identify marketing strategies on the label and who the target audience is aiming to appeal to. Lesson Plan Teacher: Program: Youth Nutrition Lesson 8: - Advertising and Physical Activity Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): 2. Science Standard 6: Investigation and experimentation:6g: record data and use a chart and labeled diagrams to express dataCritical thinking/experiments Lesson 8 Outcome(s): Students analyze advertisements for accuracy and health Students reflect on methods of advertising that appeal to their senses Students appreciate physical activity for its multiple benefits on both the cardiovascular and digestive system Students will know…. Unit/Lesson Objectives Students will be able to… Differences and benefits from aerobic and anaerobic exercises How much physical activity is required every day Understand what the effects of not exercising are on the cardiovascular and digestive system Understand the complexities of advertising and media and its role in our food choices Find their pulse and calculate their heart rate List 3 activities that are aerobic List 2 activities that are anaerobic Identify 1 marketing strategy Analyze their own habits for the effects of influence from advertisements Lesson Activities Resources/Teaching Methods Monitor your heart rate Anaerobic/aerobic game Media Influence Chart 5 million dollar commercial Stop watch Poster paper Colored markers Methods: For this lesson… Cooperative Learning Integrative knowledge Provide activities to appeal to multiple intelligences: gustatory, auditory, visual, linguistic, interpersonal, Use analytical assessment Assessment Plans For the program… Check heart rates from selfassessment Informal assessment of understanding the principle and effects of media from class discussion Quick quiz of marketing strategies Check presentation plans Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 8 Monitor your heart rate Ask kids to find pulse and do exercise on page 35 together. Run in place or have children lead jumping jacks for the aerobic activity. Aerobic/ Anaerobic Game Make cards with different activities. Children pick a card and act it out. Other kids need to guess, was it aerobic or anaerobic and justify. 5 Million Dollar Commercial Have kids name favorite commercials/billboards- discuss the appeal of each. And what makes them memorable. Ask kids if they think that that they could create something so catchy- for 5 million dollars. Discuss campaigns, slogans, jingles. Discuss the marketability of the product and target audience. The commercial can be about Healthy Food or Physical Activity. They can choose to act in a commercial, radio / commercial song, or billboard. Presentations will be the following lesson. This is fun and pure creativity. Lesson Plan Teacher: Program: Youth Nutrition Lesson 9/10: - Healthy School Presentation Grade level(s): 5 Targeted Course Outcomes School-wide Outcome(s): 3. Science Standard 6: Investigation and experimentation: Critical thinking/experiments Lesson 8 Outcome(s): Students present advertisements on healthy foods or physical activity Students reflect cumulative and integrated knowledge from Nutrition Program Students appreciate the role of healthy foods and physical activity to reach their full potential Students will know…. Unit/Lesson Objectives Students will be able to… Understand the influence of media How to create a campaign strategy and implement Present their commercial with their group Respect others by listening and applauding as appropriate Lesson Activities Resources/Teaching Methods Finish poster boards Present commercial Post tests Feed-back forms Place orders for Healthy Mexican Fiesta Poster paper (extra) Colored markers Stickers Last day prizes Feedback forms Post tests Methods: Cooperative Learning Integrative knowledge Provide activities to appeal to multiple intelligences, auditory, visual, linguistic, interpersonal, Use analytical assessment Assessment Plans For the program… For this lesson… Assess commercial for accuracy of content and involvement Pre-test Post-test Feedback forms Follow-up research Activity Supplement- Lesson 9 and 10 5 Million Dollar Commercial This is the presentation of the commercial introduced in lesson 8: Encourage video taping and involvement of kids Have kids name favorite commercials/billboards- discuss the appeal of each. And what makes them memorable. Ask kids if they think that that they could create something so catchy- for 5 million dollars. Discuss campaigns, slogans, jingles. Discuss the marketability of the product and target audience. The commercial can be about Healthy Food or Physical Activity. They can choose to act in a commercial, radio / commercial song, or billboard. Presentations will be the following lesson. This is fun and pure creativity. Ongoing year-end project- Healthier Schools Activity This activity is from the youth nutrition workbook, pg.44-end. Have children take on a project from beginning to completion to implement change within their school or community, such as a school garden/ kitchen project or better playground equipment- anything that would plant a seed and leave the fruits of a healthier school environment for the future generation. Use this as an opportunity to integrate other aspects of curriculum, such as social studies/ government (write letters to congress), mathematics (plan out the measurements of new play structure or garden plots, etc.). Allow this to be an activity that extends throughout the school year. Brainstorm ideas either as an entire class or in small groups.